Changes in the 2020–21 Palestinian School Curriculum
Grades 1–12
Selected Examples
May 2021
Amot Atrium Tower, 2 Jabotinsky Street, 18th Floor, Ramat Gan 5250501 Office: +972-3-7933880 Website: www.impact-se.org
1
Contents
1 Selected Examples
1 Modified Problematic Content with no Substantive Changes
21 Newly Added Problematic Content is Worse than Before
28 Previous Neutral Content Made Worse
30 Positive References to Peace Agreements, Israel and Jews Removed
1
Selected Examples
Modified Problematic Content with No Substantive Changes
1. Calculus is still taught by counting martyrs in Palestinian uprisings.
Slight change:
A math problem that asks students to add up the number of martyrs from the First and Second
Intifadas still remains in the textbooks; however, the number of martyrs was slightly altered in the
new textbook.
2019 Edition 2020 Edition
Mathematics, Grade 4, Vol. 1, p. 27.
The number of martyrs of the First Intifada (the
Intifada of Rocks) is 2026 martyrs, and the number of
martyrs of the Al-Aqsa Intifada is 5,050. The number
of martyrs in the two intifadas is _________ martyrs.
Mathematics, Grade 4, Vol. 1, p. 27.
The number of martyrs of the First Intifada (the Intifada
of Rocks) is about 1392 martyrs, and the number of
martyrs of the Al-Aqsa Intifada is 4673. The number of
martyrs in the two intifadas is _________ martyrs.
*Yellow highlight indicates alterations.
2
2. Zionists are accused of desecrating tombs of Muslim leaders and “shoveling them away and
removing them from Muslims' cemeteries”
Slight change:
A textual reference accusing “the Jews” for desecrating tombs of Muslim leaders and “shoveling
them away and removing them from Muslims' cemeteries” was altered in the 2020 edition replacing
the words “the Jews” with “The Zionist Occupation”. The following picture of a tomb in Jerusalem
believed to be Muhammad's companion, Ubada ibn a-Samit accompanies the text.
2019 Edition 2020 Edition
Islamic Education, Grade 5, Vol. 2, p. 71
Topic for discussion
The Jews desecrating the graves of Companions of
the Prophet and the Righteous Ones, shoveling them
away and removing them from Muslim cemeteries, in
Jerusalem in particular and across Palestine in
general.
Islamic Education, Grade 5, Vol. 2, p. 71
Topic for discussion
The Zionist Occupation desecrating the graves of
Companions of the Prophet and the Righteous Ones,
shoveling them away and removing them from
Muslim cemeteries, in Jerusalem in particular and
across Palestine in general.
3
3. Dalal Mughrabi, who led the Coastal Road Massacre which killed thirty-eight Israelis including
thirteen children on a civilian bus, is celebrated in a full 10-page reading comprehension chapter
teaching about the massacre in detail. Mughrabi and the terror act are exalted in the chapter as
“heroism” presenting her memory as “immortal” in the “hearts and minds” of Palestinians. Fifth
graders are instructed to search the Internet for how Israel allegedly abused her body, and they are
invited to follow in her footsteps and sacrifice their lives.
Slight change:
Mugrabi’s image was replaced. While the 2017 and 2018 editions presented her portrait with a
photoshoped hijab-style Palestinian kufiyah to make her look more nationalistic and palatable to
Islamists, the 2019 edition replaced her image by one in which she appears with military uniform
keeping the hijab-like kufiyah. In 2020 her photo was replaced again, this time to one where she is
seen with her hair exposed, presenting a more secular image while keeping kufiyah as a scarf.
2018 version 2019 Edition 2020 Edition
Arabic Language, Grade 5, Vol.
2, p. 51
Before the Text
Our Palestinian history boasts
the names of many martyrs who
gave up their lives as sacrifice
for the Motherland. One of them
is the martyr Dalal al-Mughrabi,
who presented in her struggle a
model of defiance and heroism,
immortalizing her memory in our
hearts and minds. The text in
front of us speaks about one
aspect of her journey of struggle.
Arabic Language, Grade 5, Vol. 2,
p. 51
Before the Text
Our Palestinian history boasts the
names of many martyrs who gave
up their lives as sacrifice for the
Motherland. One of them is the
martyr Dalal al-Mughrabi, who
presented in her struggle a model
of defiance and heroism,
immortalizing her memory in our
hearts and minds. The text in front
of us speaks about one aspect of
her journey of struggle.
Arabic Language, Grade 5, Vol. 2,
p. 51
Before the Text
Our Palestinian history boasts the
names of many martyrs who gave
up their lives as sacrifice for the
Motherland. One of them is the
martyr Dalal al-Mughrabi, who
presented in her struggle a model
of defiance and heroism,
immortalizing her memory in our
hearts and minds. The text in
front of us speaks about one aspect
of her journey of struggle.
4
4. Arabic Language is taught through a passage that glorifies terrorists and antisemites.
Slight change:
A text named “Hooray for Heroes,” which exalts individuals affiliated with war, violence, religious
extremism, and even terrorism, remains in the textbooks with the order slightly changed. Dalal
Mughrabi, a Palestinian terrorist who led the 1978 Coastal Road Massacre, which killed thirty-eight
Israelis, including thirteen children on a civilian bus, was replaced in the original text by Khalil al-
Sakakini, a well-known antisemite and Nazi supporter who applauded terror attacks against Jewish
civilians. Sakakini stated that Jews control the media and that Hitler opened the world's eyes to the
myth of Jewish power. He publicly applauded the terror attack on Jerusalem's Edison Cinema that left
three dead, writing: “There is no other heroism like this, except the heroism of Sheikh al-Qassam.”
He explicitly condoned violence stating that “the sword was mightier than the book.” Mughrabi still
appears in a reading exercise that refers to her, among other conflict-related figures, as the “crown of
the nation.”
2019 Edition 2020 Edition 2020 Edition
Arabic Language, Grade 5, Vol. 1,
p. 15.
Who among us will forget Khalid
ibn al-Walid, Umm Ammarah
Nusaybah bint Ka'ab Al Ansariyyah,
Khawlah bint al-Azwar, Tariq ibn
Ziyad, Saladin [Saif ad-Din] Qutuz,
Omar Al-Mukhtar, Izz Al-Din Al-
Qassam, Dalal Al-Maghrabi, Yasir
Arafat and others of these moons
that never set, which light the
darkness of our black nights? These
are all embraced by our great
homeland, ancient and modern,
from Palestine to Egypt and Libya,
all the way to Andalusia.
Arabic Language, Grade 5, Vol. 1,
p. 15.
Who among us will forget Khalid
ibn al-Walid, Umm Ammarah,
Khawlah bint al-Azwar, Tariq ibn
Ziyad, Saladin, [Saif ad-Din]
Qutuz, Omar Al-Mukhtar, Sultan
Pasha al-Atrash, Izz Al-Din Al-
Qassam, Houari Boumédiène,
Yasir Arafat, May Ziadeh, Khalil
al-Sakakini and others of these
moons that never set, which light
the darkness of our black nights?
These are all embraced by our
great homeland, ancient and
modern, from Palestine to Egypt
and Libya, all the way to
Andalusia.
Arabic Language, Grade 5, Vol. 1, p.
20.
First – We will read the following
paragraph and extract the proper
nouns and the pronouns:
We will not forget Khalid ibn al-
Walid, Umm Ammarah, Khawlah
bint al-Azwar, Tariq ibn Ziyad,
Saladin [Saif ad-Din] Qutuz, Omar
Al-Mukhtar, Izz Al-Din Al-Qassam,
Dalal Al-Maghrabi, and Yasser
Arafat. They are all the crown of the
nation, and they are the title of its
glory, and they are the best among
the generous and the best among the
giving.
*Yellow highlight indicates alterations.
5
5. Newton's Second Law is still taught using the example of a boy firing a slingshot at approaching
soldiers.
Slight change:
Though the word “slingshot” was substituted for another word also meaning “tree branch” and an
accompanying text about the First Intifada was removed, students are asked to look at the image of
the boy with the slingshot and answer the following question: “what are the forces that influence the
object after its release from the branch (slingshot) and the coil.”
2019 Edition 2020 Edition
Science and Life, Grade 7, Vol. 1, p. 57.
Newton’s Second Law:
During the first Palestinian uprising, Palestinian
youths used slingshots to confront the soldiers of
the Zionist Occupation and defend themselves from
their treacherous bullets.
• What is the relationship between the elongation of
the slingshot's rubber and the tensile strength
affecting it?
• What are the forces that influence the stone after its
release from the slingshot?
Science and Life, Grade 7, Vol. 1, p. 57.
Newton’s Second Law
Activity 1: the object and the spring
The Palestinians used diverse tools of heritage to
fulfill their daily needs in agriculture, in hunting
birds, or in playing games, in being amused etc.
Among them are the tree branch and the spring.
Observe the following pictures, and then answer the
following questions:
- What is the relationship between the elongation of
the rubber of the tree branch and the tensile strength
affecting it?
- What are the forces that influence the object after
its release from the tree branch and the spring?
* Yellow highlight indicates alterations.
* Red font indicates removed content.
* Green font indicates added content.
6
6. Second graders are shown an illustration of Israeli soldiers pointing guns threateningly at a
Palestinian father and his little son, who are hugging each other in fear, while their home is being
demolished.
Slight change:
In 2020 the illustration was modified to incorporate a woman – presumably the boy’s mother –
standing up to the threatening soldiers, next to the fearful father and the son, in a curious subversion
of gender roles.
2019 Edition 2020 Edition
Our Beautiful Language, Grade 2, Vol. 2, pp. 26-27
Our Beautiful Language, Grade 2, Vol. 2, p. 26
7
7. Elastic energy is still exemplified by a slingshot being used in conflict in a Science and Life textbook.
Slight change:
A textual reference to the use of slingshots used during the First Intifada have been removed;
however, students are still asked to look at an image of a masked Palestinian pointing a slingshot
during a violent riot and answer specific questions on the “energy transformations” they witness in
the image. The accompanying text describes the properties of the rubber in the slingshot.
2019 Edition 2020 Edition
Science and Life, Grade 8, Vol. 1, p. 52.
Activity 4: The Stones Uprising and Elastic
Potential Energy:
During the Palestinian Stone Uprising of 1987, the
youth of Palestine used a slingshot or the "shu'ba"
to confront the bullets of the Occupation army
soldiers who were breaking in Palestinian towns.
The Palestinians had no other means of defending
themselves.
Answer the questions:
1. Have you seen a slingshot in your environment?
What are its uses?
2. What is its usefulness for shooting stones? How
does it work?
3. Examine the forms of energy transformations of
the stone, from the moment it is set in the slingshot
position until its launch toward the target.
4. Formerly, bows and arrows were used as a means
of self-defense. Explain the principle of how it [the
bow] works in launching an arrow toward the goal
and compare it with the principle of how slingshots
worked in the Palestinian stone uprising.
5. What safety precautions should be taken into
account when using the slingshot?
Science and Life, Grade 8, Vol. 1, p. 52.
Activity 4: Elastic Potential Energy:
I will look at the following pictures, and then answer
the following questions:
1- What energy transformations are happening in the
tools that are explained in them [in the pictures]?
2- What safety precautions must be taken into
account when using the tools that are explained in
them?
* Red font indicates removed content.
8
8. Grammar is still taught through the glorification of martyrs and terrorists.
Slight change:
A grammar exercise that appeared in the 2019 iteration of the textbook claiming “giving one’s life,
sacrifice, fight and struggle are the most important meanings of life, especially for a people suffering
from the scourge of occupation,” has been replaced in the 2020 textbook by a passage that glorifies
figures associated with war, terrorism and religious extremism. Included in the list is Dalal al-
Mughrabi, the perpetrator of the 1978 Coastal Road massacre which resulted in the murder of thirty-
eight Israeli citizens including thirteen children, who is described as “the crown of the nation.”
2019 Edition 2020 Edition
Arabic Language, Grade 5, Vol. 1, p. 20.
First – We will read the following paragraph and
extract the nouns:
Giving one’s life [fida’], sacrifice, fight, jihad, and
struggle are the most important meanings of life,
especially for a people suffering from the scourge of
occupation, of siege, repression, harassment,
demolition, and arrest; [all] for freedom, the
establishment of the state and self- determination.
This is the Palestinian people who displayed the most
beautiful pictures of belonging and steadfastness and
gave birth to heroes armed with faith, knowledge,
and patriotism.
Arabic Language, Grade 5, Vol. 1, p. 20.
First – We will read the following paragraph and extract
the proper nouns and the pronouns:
We will not forget Khalid ibn al-Walid, Umm Ammarah,
Khawlah bint al-Azwar, Tariq ibn Ziyad, Saladin [Saif ad-
Din] Qutuz, Omar Al-Mukhtar, Izz Al-Din Al-Qassam,
Dalal Al-Maghrabi, and Yasir Arafat. They are all the
crown of the nation, and they are the title of its glory, and
they are the best among the generous and the best among
the giving
9. Students are still taught about the “injustice” of the Occupation.
Slight change:
A passage on the Qur’anic Al-Burooj surah in an Islamic Studies textbook has been altered from
discussing the “injustice that Muslims are subjected to in Palestine and around the world,” in the 2019
edition, to exclusively referencing the injustice of “the Occupation toward the Palestinians” in 2020.
2019 Edition 2020 Edition
Islamic Education, Grade 5, Vol. 1, p. 12.
A topic for discussion:
The teacher will discuss with his students about the
injustice that the Muslims are subjected to in
Palestine and the world.
Islamic Education, Grade 5, Vol. 1, p. 12.
A topic for discussion:
The teacher will discuss with his students about the
injustice of the Occupation toward the Palestinians.
* Yellow highlight indicates alterations.
9
10. Students are still instructed to color a Palestinian flag, seemingly dripping in blood, against the
backdrop of the Dome of the Rock accompanied by a map of Palestine without Israel.
Slight change:
A prayer to Allah for protection has been changed from calling just for the protection of Al-Aqsa
Mosque in the 2019 passage, to calling for the protection for all of Palestine in 2020. Furthermore, a
call to sacrifice for the liberation of Al-Aqsa has been replaced in 2020 with a quote by Yasser Arafat,
in which he predicts that the Palestinian flag will rise over Jerusalem (without differentiating between
east and west), over its minarets and churches. Both editions feature a borderless map of the land that
is marked as “Palestine” along with a drill to color the flag of Palestine dripping with blood, further
politicizing the exercise.
2019 Edition 2020 Edition
Islamic Education, Grade 5, Vol. 1, pp. 65, 103.
[Caption inside map] God, protect the Al-Aqsa
Mosque. Activity 3: I will color the following
pictures: [the Kaaba; the Dome of the Rock]
Banner: I am a Muslim; I sacrifice for the liberation
of Al-Aqsa Mosque. The liberation of Al-Aqsa
Mosque is the duty of the Islamic Ummah.
Islamic Education, Grade 5, Vol. 1, pp. 65, 103.
[Caption inside map] God, protect Palestine.
Activity 3: I will color the following pictures:
[the Kaaba; the Dome of the Rock; the Al-Aqsa
Mosque with the flag of Palestine]; Banner: “one
of our boys and one of our girls will raise the flag of
Palestine over the walls of Jerusalem, the minarets of
Jerusalem, and the churches of Jerusalem” (the
martyr leader Yasser Arafat) The Al-Aqsa Mosque is
a holy Islamic-Palestinian location, and it is a duty
to protect like other religious locations in Palestine.
* Yellow highlight indicates alterations.
* Green font indicates added content.
10
11. Israel is still accused of forging a history through fake historical relics while trying to destroy the Al-
Aqsa Mosque.
Slight change:
A long passage devoted to demonizing Israel discusses attempts made by Israelis to Judaize
Jerusalem and erase Islamic Arab heritage in the city remains in the textbook. There is a sentence
added to the 2020 edition that accuses Israel of digging under the Al-Aqsa Mosque as “Zionists”
prepare for its “complete takeover.” Israel is accused of forging a history through fake historical relics
and opening synagogues in the Old City, thereby denying the existence of these buildings before the
creation of the state.
2019 Edition 2020 Edition
Social Studies, Grade 7, Vol. 1, p. 60.
The Zionist Occupation pursued a policy of generally
erasing Palestine’s Arab and Islamic features,
especially in Jerusalem. Since the first day of
Jerusalem’s occupation, the Zionists started to
change the identity of this Arab-Muslim city giving it
[the city] a Zionist nature. They confiscated
Palestinian land and built settlements there;
harassed the Palestinian inhabitants in order to force
them to leave Jerusalem so that the settlers would
come in their stead; demolished houses, forcing the
inhabitants to emigrate; took their identity cards;
and separated Jerusalem from its Arab environment.
They annexed Islamic historical sites to the Zionist
heritage list as they transformed the Al-Buraq Wall
into the Wailing Wall; they destroyed the Mughrabi
neighborhood and changed its Arab-Muslim nature;
they removed some of the Jerusalem City Wall and
instead put other ones with Zionist decorations and
forms; they opened Jewish synagogues in
Jerusalem’s Old City; and they are striving
painstakingly these days to gain control over the
Noble Sanctuary [Al-Haram al- Sharif—the Arabic
traditional name of the Temple Mount] by letting the
Zionist settlers enter it daily in preparation for its
complete takeover, cutting any Muslim connection to
this place that is sacred to Muslims.
Social Studies, Grade 7, Vol. 1, p. 60.
The Zionist Occupation pursued a policy of generally
erasing Palestine’s Arab and Islamic features,
especially in Jerusalem. Since the first day of
Jerusalem’s occupation, the Zionists started to change
the identity of this Arab-Muslim city giving it [the city]
a Zionist nature. They confiscated Palestinian land
and built settlements there; harassed the Palestinian
inhabitants in order to force them to leave Jerusalem
so that the settlers would come in their stead;
demolished houses, forcing the inhabitants to
emigrate; took their identity cards; and separated
Jerusalem from its Arab environment. They annexed
Islamic historical sites to the Zionist heritage list as
they transformed the Al-Buraq Wall into the Wailing
Wall; they destroyed the Mughrabi neighborhood and
changed its Arab-Muslim nature; they removed some
of the Jerusalem City Wall and instead put other ones
with Zionist decorations and forms; they opened
Jewish synagogues in Jerusalem’s Old City; they
commenced in several diggings under the al-Aqsa
Mosque; and they are striving painstakingly these
days to gain control over the Noble Sanctuary [Al-
Haram al- Sharif—the Arabic traditional name of the
Temple Mount] by letting the Zionist settlers enter it
daily in preparation for its complete takeover, cutting
any Muslim connection to this place that is sacred to
Muslims.
* Green font indicates added content.
11
12. Martyrdom and the killing of infidels are still glorified.
Slight change:
Despite removing a Hadith about the reward of 72 virgins that is given to martyrs, an alternative
Hadith has been inserted in the new 2020 edition that still focuses on martyrdom and emphasizes that
those who die as martyrs (shuhada') while killing infidels (Christians, Jews, Polytheists) will go to
paradise, where Allah will raise their status.
2019 Edition 2020 Edition
Islamic Education, Grade 9, Vol. 1, p. 13.
1. Allah wishes to distinguish between the truthful
and others, such as the hypocrites in fighting against
infidels.
2. Allah wants to take shuhada' [martyrs] from
among the believers and honor them by shahadah
[martyrdom] to forgive their sins and raise their
class in Paradise. The Messenger of Allah said:
'There are six qualities for martyr with Allah: he is
forgiven in the first batch [of the resurrected dead];
and sees his seat in Paradise; and is saved from the
torment of the grave; and is safe during the Great
Fear; a crown of honor is placed on his head and
one sapphire from this [crown] is better than the
entire world and what is in it; he will be married to
seventy-two wives from among the Houris [virgin
companions—Hoor al-'Ayn]; and he [may] intercede
for seventy of his relatives.' (Recited by Al Tirmidhi,
and corrected by Al-Albani.)
Islamic Education, Grade 9, Vol. 1, p. 13.
1. Allah wishes to distinguish between the truthful
and others, such as the hypocrites in fighting against
infidels.
2. Allah wants to take shuhada' [martyrs] from
among the believers and honor them by shahadah
[martyrdom] to forgive their sins and raise their
class in Paradise. [Allah] said: “And the martyrs
with their Lord. For them is their reward and their
light” (Surat al-Hadid: 19). The messenger of Allah,
peace be upon him, said: “Their souls are in the
inside of green birds roaming freely in paradise
where they please, then taking shelter in lanterns
suspended from the throne.“(Recited by Muslim)
* Yellow highlight indicates alterations.
12
13. Jews are referred to as "enemies of Islam" following a passage teaching about the Jews’ attempted to kill the
Prophet Muhammad.
Slight change:
Despite removing an instruction to watch a video clip about the Jews’ attempt to kill the Prophet, as well as
removing an antisemitic myth about a Jewish woman who poisoned the Prophet and inserting a new passage
about the hypocrites’ attempt to kill Him as well, this textbook’s 2020 edition still features one antisemitic,
largely rejected myth about Jews who sought to murder Muhammad, while still indirectly referring to Jews as
“enemies of Islam” who “to strive to extinguish the light of God on this earth.”
2019 Edition 2020 Edition
Islamic Education, Grade 5, Vol. 2, 2019, pp. 65-66.
Second: Attempts by the Jews to kill the Prophet, peace
be upon him:
Let’s watch a video clip from the attached CD, about the
Jews’ attempt to murder the Messenger of God, peace
be upon him.
1. The Jews of Banu Nadhir tribe attempted to kill the
Prophet after the Battle of Badr, by throwing a large
stone on top of his head, as he was sitting next to a fence
of theirs. God with His divine power sent the angel
Gabriel to him, informing him that the Jews are scheming
to kill him. He turned away from them and hurried
towards Medina, where he rallied the Muslim army. He
then placed a siege on them, waged battle against them
and forced them out of Medina.
2. A Jewish woman attempted to kill the Prophet with
poison. She brought mutton to the Messenger of God
and spiked it with poison. She served it to the Messenger
of God and he ate of it. As a result of eating this
poisoned mutton his illness relapsed, until he passed
away, peace be upon him. (Narrated by al-Bukhari.)
The Enemies of Islam, in all times and places, will never
tire of using any possible means or method, to fight
against Islam and the Muslims, to fight against those who
preach it, and to strive to extinguish the light of God on
this earth. Yet, God supports His religion and those who
preach for Him, no matter how many methods of
defamation and offence they come up with.
Topic for discussion:
The Jews’ repeated attempts to kill the Prophet, peace be
upon him.
Islamic Education, Grade 5, Vol. 2, 2020, pp. 65-66.
Second: Attempts by the Jews of Banu Nadhir tribe to kill
the Prophet, peace be upon him: The Jews of Banu
Nadhir tribe attempted to kill the Prophet after the Battle
of Badr, by throwing a large stone on top of his head, as
he was sitting next to a fence of theirs. God with His
divine power sent the angel Gabriel to him, informing him
that the Jews are scheming to kill him. He turned away
from them and hurried towards Medina, where he rallied
the Muslim army. He then placed a siege on them, waged
battle against them and forced them out of Medina.
Third: Attempts by the Hypocrites to kill the Prophet,
peace be upon him, in the Battle of Tabouk:
[…]
The Enemies of Islam, in all times and places, will never
tire of using any possible means or method, to fight
against Islam and the Muslims, to fight against those who
preach it, and to strive to extinguish the light of God on
this earth. Yet, God supports His religion and those who
preach for Him, no matter how many methods of
defamation and offence they come up with.
Topic for discussion:
The Infidels and the Hypocrites’ repeated attempts to kill
the Prophet, peace be upon him.
13
14. A geometry exercise teaching fifth-graders how to calculate the circumference of a rectangle uses
an irredentist map of Palestine, covering all of Israel proper, as an example of a rectangle.
Slight change:
In 2020 an asterisk with a footnote stating the map depicts “historic Palestine” were added. This is
somewhat misleading as the map depicted does not actually show Palestine in any historic time
period; the borders are close to those of the British Mandate of Palestine (1920-1948), but with some
post-Israeli independence (1948) border changes and political entities. Furthermore, the text proper
still labels the image “map of Palestine”.
2019 Edition 2020 Edition
Mathematics, Grade 5, Vol. 2, p. 64
Su‘ad drew a rectangular frame around the map of
Palestine, as in the picture here. I will consider the
picture, then fill in the blanks: […]
Mathematics, Grade 5, Vol. 2, p. 64
Su‘ad drew a rectangular frame around the map of
Palestine, as in the picture here. I will consider the
picture, then fill in the blanks: *
[…]
* Map of historic Palestine
* Green font indicates added content.
14
15. Students are still taught that Israel intentionally turned the West Bank and the Gaza Strip into toxic
waste dumps and destroys industrial and agricultural projects. Israel still intentionally "releases
herds of pigs to cause havoc."
Slight change:
A passage in a social studies textbook from 2019 that accused Israel of turning Palestinian areas in
toxic waste dumps, resulting in an increase of serious diseases remains in the 2020 edition however a
reference to cancer has been removed. The passage claims that Israel laid ruin to industrial projects
with the word “bombed” being changed to “destroyed” for 2020, however the meaning of the passage
is not changed. The “flooding” of Palestinian markets with “outdated goods” has been changed to
“goods” however, a statement that accuses Israel of releasing pigs to cause havoc to Palestinian crops
has remained untouched.
2019 Edition 2020 Edition
Social Studies, Grade 9, Vol. 1, p. 19.
The Occupation has turned vast areas of the West
Bank and Gaza Strip into toxic waste dumps and
polluted the Palestinian environment with radioactive
and chemical materials. This has led to a rise in the
incidence of serious diseases, especially cancer. They
[the Occupation] flooded their markets with outdated
goods from the Zionist markets such as [used] cars
and food. They released herds of pigs that caused
havoc among the population and their crops and
bombed industrial projects.
Social Studies, Grade 9, Vol. 1, p. 15.
The Occupation has turned vast areas of the West
Bank and Gaza Strip into radioactive and
chemically toxic waste dumps that are polluting the
Palestinian environment. This has led to a rise in
the incidence of serious diseases. It released herds
of pigs that caused havoc among the population and
their crops, and it destroyed industrial projects…
and by flooding the Palestinian markets with goods
such as cars and food.
* Yellow highlight indicates alterations. * Red font indicates removed content.
16. Islamic studies are taught through examples of Israeli checkpoints.
Slight change:
A picture of a Muslim riding a horse while waving a flag with the shahada written on it—an Islamic
symbol for combat and conquest—has been replaced in the 2020 edition with a picture and a
description of Palestinian worshippers being barred entry to the Al-Aqsa Mosque by “Zionist
checkpoints.”
2019 Edition 2020 Edition
Islamic Education, Grade 5, Vol. 1, p. 103.
“There is no deity but Allah
Muhammad is the Messenger of Allah”
Islamic Education, Grade 5, Vol. 1, p. 103.
Palestinian worshippers standing at one of the
Zionist military checkpoints after being prevented
from arriving at the Al-Aqsa Mosque to pray in it.
15
17. Dalal al-Mughrabi is still glorified.
Slight change:
Dalal al-Mughrabi, a Palestinian terrorist who commanded the 1978 Coastal Road Massacre, is still
presented as a role model for women and decorated member of the Palestinian resistance. The
operation that she led, that resulted in the death of Thirty-eight Israeli citizens, including thirteen
children, is referred to as the “Coast Fedayeen Operation” in the 2020 edition, as opposed to “the Deir
Yassin Fedayeen Operation” that appeared in 2019, and a sentence that celebrates the “deaths of more
than thirty Zionist soldiers” (this is false, only one was a soldier while the rest were civilians) has
been removed.
2019 Edition 2020 Edition
Social Studies, Grade 9, Vol. 1, p. 51.
Arab women had a prominent role in resisting
colonialism. They did not hesitate to join the bases of
the revolutionaries and the training centers. They
also led fedayeen operations against the occupation.
They led the lists of martyrs, wounded and prisoners,
such as Djamila Bouhired, who resisted the French
colonialism in Algeria; and Dalal Mughrabi who led
the Deir Yassin fedayeen operation on the
Palestinian coast in 1978, which resulted in the
deaths of more than thirty Zionist soldiers. And
[there were] many more women, apart from these
two, who carried the banner of resistance and
liberation in the face of colonialism.
Social Studies, Grade 9, Vol. 1, p. 40.
Arab women had a prominent role in resisting
colonialism. They did not hesitate to join the bases of
the revolutionaries and the training centers. They
also led fedayeen operations against the occupation.
They led the lists of martyrs, wounded and prisoners,
such as Djamila Bouhired, who resisted the French
colonialism in Algeria; and Dalal Mughrabi who led
the Coast Fedayeen Operation (the Kamal Adwan
operation) on the Palestinian coast in 1978. And
[there were] many more women, apart from these
two, who carried the banner of resistance and
liberation in the face of colonialism.
* Yellow highlight indicates alterations. * Red font indicates removed content.
16
18. A passage detailing the torture of Palestinian women and children detainees remains in a social
studies textbook.
Slight change:
The libel that Palestinian prisoners are being martyred because of Israeli torture still remains
however, the number of martyrs has increased from 210 in the 2019 textbook to 220 in 2020.
Psychological burdens and impact on Palestinian families in this regard was newly added.
2019 Edition 2020 Edition
Social Studies, Grade 9, Vol. 1, p. 36.
Arrest and torture: Since occupying the West Bank
and the Gaza Strip in 1967, and until 2017, the
Occupation has sent more than half a million
Palestinians to detention centers, prisons, and
investigation centers. Even Palestinian women
were subjected to imprisonment and torture, in
addition to her suffering from the burden of the
detention of the father, brother, husband and sons.
The number of female prisoners among them has
reached 15,000. Some of them are still subjected -
with their children - to long terms in prison, while
the number of Palestine's children in the Zionist
prisons has reached 18,000. Administrative
detention with no trial has been carried out, as well
as the imposing of house arrest (home
confinement), as they were not allowed to leave
them. The prisoners are subjected during their
detention to a treatment that lacks the minimal
basic needs of human life. The interrogators have
adopted a policy of interrogation and torture
methods forbidden legally and internationally. As a
result, 210 prisoners have died of torture and
became martyrs, and numbers twice as large have
been inflicted by chronic diseases and perpetual
disability . . .
Social Studies, Grade 9, Vol. 1, p. 28.
Arrest and torture: Since occupying the West Bank
and the Gaza Strip in 1967, the Occupation has sent
more than half a million Palestinians to detention
centers, prisons, and investigation centers. This
includes different groups in Palestinian society,
including women and children. Administrative
detention with no trial has been carried out, as well as
the imposing of house arrest and home confinement on
children, especially in Jerusalem. This has carried a
serious psychological burden and impact regarding
Palestinian families. The prisoners are subjected
during their detention to a treatment that lacks the
minimal basic needs of human life. The interrogators
have adopted a policy of interrogation and torture
methods forbidden legally and internationally. As a
result, up until June 2019, 220 prisoners have died of
torture and became martyrs, and many prisoners have
been inflicted by chronic diseases and perpetual
disability. . .
* Yellow highlight indicates alterations.
* Red font indicates removed content.
* Green font indicates added content.
17
19. An Islamic education text condemns the intrusion of non-Islamic influences in society and culture,
explaining that “the Enemies of Islam” seek to “erase markers of Islamic identity”.
Slight change:
In 2020 the explicit warning against the “imitation of Western societies” was dropped and replaced
with a more nebulous warning against the “imitation of others”, i.e. non-Muslims in general.
2019 Edition 2020 Edition
Islamic Education, Grade 10, Vol. 2, p. 107.
Whoever observes the situation of many Islamic
societies today sees that the conservation of Islamic
identity in all areas is being taken lightly, as the
blind imitation of Western societies in languages and
clothing, not to mention many aspects of way of life,
has become widespread among many Muslims. This
is harrowing, because the ongoing acceptance of
these influences – without seeking to change them,
and without being proud of Islamic identity – make
our societies fall under the shadow of dependency
and imitation, leading to a sense of inferiority and
defeat.
I will think:
I will explain the practices followed by the Enemies
of Islam in order to erase markers of Islamic identity.
Islamic Education, Grade 10, Vol. 2, p. 107.
Whoever observes the situation of many Islamic
societies today sees that the conservation of Islamic
identity in all areas is being taken lightly, as the
blind imitation of others in languages and clothing,
not to mention many aspects of way of life, has
become widespread among many Muslims. This is
harrowing, because the ongoing acceptance of these
influences – without seeking to change them, and
without being proud of Islamic identity – make our
societies fall under the shadow of dependency and
imitation, leading to a sense of inferiority and defeat.
I will think:
I will explain the practices followed by the Enemies
of Islam in order to erase markers of Islamic
identity.
* Yellow highlight indicates alterations.
18
20. Arabic language is still taught through a poem that glorifies terrorists and martyrs.
Slight change:
A poem titled “The Intifada's Martyrs,” which glorifies death and Palestinian martyrs killed in the
First Intifada, including Palestinian terrorists who committed terror acts murdering Israeli civilians,
remains in the textbook. The poem describes martyrs as “embracing [their] happy future” as “they
join to the heavens.” The only change that was made for 2020 was the replacement of a picture of
Palestinian coffins buried in Israeli cemeteries for enemy combatants with a picture of a confrontation
between Israeli soldiers and Palestinians.
2019 Edition 2020 Edition
Arabic Language (1): Reading, Grammar,
Presentations and Expression (Academic Track),
Grade 11, Vol. 1, pp. 73–76.
Excerpts:
They carried their hearts on their palms as stones, as
embers, as a blaze
And stoned with them the wild beast on the road…
They died while standing, blazing on the road,
shining like stars…
Death assaulted and launched its axe into them…
They stood up in the face of death
Ah dream of theirs which appear in the distance
embracing the happy future!
Their rebirth will come will rise out of the depth of
death and darkness . . .
Never will he be weaned whatever the usurper’s
cruelty
Until in a perfidious night death paints
Look at them in the distance! How they rise up
higher and higher while the whole world watches!
How they climb up ever higher on a ladder of their
gushing blood!
Look at them falcons in their Intifada
How they join to the heavens the land and their
sacred country!
2. How do the martyrs face death, as it appears in
Arabic Language (1): Reading, Grammar,
Presentations and Expression (Academic Track),
Grade 11, Vol. 1, pp. 73–76.
Excerpts:
They carried their hearts on their palms as stones, as
embers, as a blaze
And stoned with them the wild beast on the road…
They died while standing, blazing on the road,
shining like stars…
Death assaulted and launched its axe into them…
They stood up in the face of death
Ah dream of theirs which appear in the distance
embracing the happy future!
Their rebirth will come will rise out of the depth of
death and darkness . . .
Never will he be weaned whatever the usurper’s
cruelty
Until in a perfidious night death paints
Look at them in the distance! How they rise up
higher and higher while the whole world watches!
How they climb up ever higher on a ladder of their
gushing blood!
Look at them falcons in their Intifada
How they join to the heavens the land and their
sacred country!
2. How do the martyrs face death, as it appears in
19
the poem?
2. We will explain the scene in which the poet
describes the First Intifada’s martyrs in the poem’s
first verse.
4. The poet mentioned the martyrs’ immortality:
A. We will cite the verse that proves this meaning.
B. We will extract a Quranic verse which confirms
this meaning.
6. Explain the artistic depiction in the following:
They stood up in the face of death; With these they
pelted the monster of the road; Death charged and
drove its scythe through them.
[Picture of Palestinian coffins titled “the martyrs of
the cemetery of numbers”]
the poem?
2. We will explain the scene in which the poet
describes the First Intifada’s martyrs in the poem’s
first verse.
4. The poet mentioned the martyrs’ immortality:
A. We will cite the verse that proves this meaning.
B. We will extract a Quranic verse which confirms
this meaning.
6. Explain the artistic depiction in the following:
They stood up in the face of death; With these they
pelted the monster of the road; Death charged and
drove its scythe through them.
[Picture of conflict between IDF soldiers and
Palestinians.]
* Yellow highlight indicates alterations.
21. Israel is still accused of damaging the Palestinian economy.
Slight change:
A chart that presents six different actions that Israel has carried out to damage the Palestinian
economy remains in the textbook. However, this has been slightly modified for the 2020 textbook,
which now leaves three spaces blank and asks students to complete the chart themselves, further
instilling the idea that Israel sabotages the Palestinian economy through double-processing schemes.
2019 Edition 2020 Edition
Social Studies, Grade 9, Vol. 1, p. 18.
(from top circle clockwise)
Controlling the land and resources->Controlling
services->Sabotage and destruction->Theft and
plundering->Unfair laws and agreements-
>Economic dependence-> (Center circle) the
Zionist Occupation’s measures against the
Palestinian economy
1. We will discuss the Zionist Occupation’s policy
towards the Palestinian economy.
2. We will come up with ways of resistance against
the Zionist Occupation’s policy against our
Palestinian economy.
Social Studies, Grade 9, Vol. 1, p. 14.
(from top circle clockwise)
Controlling services->Sabotage and destruction-
>Unfair laws and agreements-> (Center circle) the
Zionist Occupation’s measures against the
Palestinian economy
1.We will write other economic policies of the Zionist
Occupation against the Palestinian economy in form
2. We will come up with ways of resistance against
the Zionist Occupation’s policy against our
Palestinian economy.
* Yellow highlight indicates alterations.
* Red font indicates removed content.
20
22. Jews are viewed as inherently corrupt.
Slight change:
An interpretation of Qur’anic verses from the Al-Isra (“the Night Journey”) surah that warns the
Children of Israel (the ancient Jews) of corruption has been slightly altered for 2020 with the addition
of a sentence that states that the Children of Israel returned to a state of corruption.
2019 Edition 2020 Edition
Islamic Education, Grade 11, Vol. 1, pp. 13–14.
The Triumph of the Children of Israel Once Again:
The Almighty said: “Then We gave back to you a
return victory over them. And We reinforced you with
wealth and sons and made you more numerous in
manpower. [And said], ‘If you do good, you do good
for yourselves; and if you do evil, [you do it] to
yourselves.’ Then when the final promise came, [We
sent your enemies] to sadden your faces and to enter
the temple in Jerusalem, as they entered it the first
time, and to destroy what they had taken over with
[total] destruction. [Then Allah said], ‘It is expected,
[if you repent], that your Lord will have mercy upon
you. But if you return [to sin], We will return [to
punishment]. And We have made Hell, for the
disbelievers, a prison-bed.’”
The Ayahs laid down a general principle: whoever
does good will be entered by Allah to His mercy, and
whoever does evil will be punished with misery in
this world and with torment in the Afterlife.
Islamic Education, Grade 11, Vol. 1, pp. 13–14.
The Triumph of the Children of Israel Once Again:
The Almighty said: “Then We gave back to you a
return victory over them. And We reinforced you with
wealth and sons and made you more numerous in
manpower. [And said], ‘If you do good, you do good
for yourselves; and if you do evil, [you do it] to
yourselves.’ Then when the final promise came, [We
sent your enemies] to sadden your faces and to enter
the temple in Jerusalem, as they entered it the first
time, and to destroy what they had taken over with
[total] destruction. [Then Allah said], ‘It is expected,
[if you repent], that your Lord will have mercy upon
you. But if you return [to sin], We will return [to
punishment]. And We have made Hell, for the
disbelievers, a prison-bed.’”
The Ayahs laid down a general principle, which
includes:
1- whoever does good will be entered by Allah to His
mercy, and whoever does evil will be punished with
misery in this world and with torment in the Afterlife.
2- Whenever the Children of Israel return to
causing corruption on the land, Allah sends upon
them servants to remove their possessions and
ability to cause corruption.
* Green font indicates added content.
21
Newly Added Content is More Problematic Than Before
23. Jihad is still referred to as a private obligation.
Slight change:
A passage that stated that jihad for Allah is the private obligation for every Muslim has been changed
in 2020 to limit jihad specifically to “the liberation of Palestine.”
2019 Edition 2020 Edition
Islamic Education, Grade 10, Vol. 1, p. 73.
I will contemplate:
In what circumstances does jihad for the sake of
Allah become a private obligation for every Muslim?
Islamic Education, Grade 10, Vol. 1, p. 72.
I will contemplate:
In what circumstances does jihad for the sake of
Allah for the liberation of Palestine become a private
obligation for every Muslim?
24. In a chapter teaching students to criticize Egypt’s historical peace process with Israel detailing
Egypt’s isolation from the Arab world, the 2020 edition further erased a factual sentence about the
normalization of political and economic relations established between the two countries
2020 Edition 2019 Edition
Geography and Modern History of Palestine, Grade 10,
Vol. 2, p. 65.
[…] This resulted in the signing of the Camp David Accords between them [Israel and Egypt] in the USA in 1978 at the Camp David retreat, sponsored by American President Jimmy Carter. Under this agreement, Egypt regained the land of Sinai.
Geography and Modern History of Palestine, Grade
10, Vol. 2, p. 65.
[…] This resulted in the signing of the Camp David Accords between them [Israel and Egypt] in the USA in 1978 at the Camp David retreat, sponsored by American President Jimmy Carter. Under this agreement, Egypt regained the land of Sinai, and political and economic relations between Egypt and the Zionist Occupation State were normalized.
* Red font indicates removed content.
22
25. The word “Israel” was put in parentheses , often used in Arabic as quotation marks, indicating a
further challenge to Israel’s legitimacy while strengthening the position of non-recognition.
Slight change:
A truth-or-false question about the Arab world’s response to the Egyptian-Israeli peace process
further delegitimizes Israel’s existence in 2020, as it put the word “Israel” in parentheses. Such an
alteration was also made elsewhere, for example, in a discussion assignment about Israel hampering
the peace process with the Palestinians.
2020 Edition 2019 Edition
Geography and Modern History of Palestine,
Grade 10, Vol. 2, p. 67.
The Steadfastness and Confrontation Front was
established in 1977 as a response to Muhammad
Anwar el-Sadat visiting “Israel” and signing the
Camp David Accords with it.
Geography and Modern History of Palestine, Grade 10,
Vol. 2, p. 67.
The Steadfastness and Confrontation Front was
established in 1977 as a response to Muhammad Anwar
el-Sadat visiting Israel and signing the Camp David
Accords with it.
Geography and Modern History of Palestine,
Grade 10, Vol. 2, p. 78.
- Let’s discuss “Israel” postponing final status
issues.
Geography and Modern History of Palestine, Grade 10,
Vol. 2, p. 78.
- Let’s discuss and explain: Israel postponing final
status issues.
* Yellow highlight indicates alterations.
26. The term “Israeli Occupation” was replaced by the epithet “Zionist Occupation.”
In a description of the history of the city of Jericho, the term “Israeli Occupation” used in 2019 has
been changed to “Zionist Occupation” in 2020, further perpetuating the denial of Israel as a legitimate
state and invalidating Israel’s rights and status while displaying more hostility and animosity.
2019 Edition 2020 Edition
Geography and Modern History of Palestine, Grade
10, Vol. 1, p. 63.
The city [Jericho] was subjected to the British
Occupation in 1917, and then to the Israeli
Occupation in 1967, just like the other Palestinian
cities. Afterwards it came under Palestinian
sovereignty in 1994, as the late Palestinian president
Yasser Arafat entered it on 3/7/1994.
Geography and Modern History of Palestine, Grade
10, Vol. 1, p. 63.
The city [Jericho] was subjected to the British
Occupation in 1917, and then to the Zionist
Occupation in 1967, just like the other Palestinian
cities. Afterwards it came under Palestinian
sovereignty in 1994, as the late Palestinian president
Yasser Arafat entered it on 3/7/1994.
* Yellow highlight indicates alterations.
23
27. An Arabic language lesson teaches correct spelling in usage of the Arabic letter Waw. One of the
example sentences given for this spelling rule is “the Palestinians are courageous against the
Enemies”. In 2020 two other examples, which had been quotes from the Qur’an, were removed and
replaced with new original sentences, one of which states “Palestinian women are still resolute in
facing the Zionist Occupation”.
2019 Edition 2020 Edition
Arabic Language, Grade 6, Vol. 2, p. 24.
One: The letter Waw is added to the following
words:
[…]
2- The word ūlū [“those who”], as in:
a- “The Palestinians are courageous against the
Enemies.”
b- The Almighty said: “Surely in this is a
reminder for people of reason.” (39:21)
c- The Almighty said: “If they are pregnant, then
maintain them until they deliver.” (65:6)
Arabic Language, Grade 6, Vol. 2, p. 24.
One: The letter Waw is added to the following
words:
[…]
2- The word ūlū [“those who”], as in:
a- The Palestinians are courageous against the
enemies.
b- Muhammad is among the resolute of the
prophets.
c- Palestinian women are still resolute in facing
the Zionist Occupation.
* Red font indicates removed content.
* Green font indicates added content.
24
28. An Islamic education lesson is devoted to teaching about fighting and warfare in Islam. The final
assignment at the end of the chapter asks students to reflect on “the goals of jihad” and mention
historic situations where jihad was performed in Palestine. As recently as 2019 students were also
made to research about the wonders that God bestows on martyrs, meaning that not only is violent
jihad a worthy goal but that dying in battle rewards one with miracles. In 2020 this question was
removed and replaced with another research question about historic instances of jihad being
performed in Palestine, this time by the Prophet’s Companions.
The context makes it clear that the jihad being taught here is violent and represents war against non-
Muslims.
2019 Edition 2020 Edition
Islamic Education, Vol. 2, Grade 8, 2019, p. 51.
Activity
1. In collaboration with my team members, I will
write down the goals of jihad in God’s path.
2. I will research about the blessings bestowed on
martyrs, and write them down in my notebook.
3. I will mention an instance of jihad carried out by
commander Saladin al-Ayyubi, God rest his soul.
Islamic Education, Vol. 2, Grade 8, 2020, p. 51.
Activity
1. In collaboration with my team members, I will
write down the goals of jihad in God’s path.
2. I will research about instances of jihad carried
out by Companions of the Prophet who fell as
martyrs in Palestine, and write them down in my
notebook.
3. I will mention an instance of jihad carried out by
commander Saladin al-Ayyubi, God rest his soul.
* Yellow highlight indicates alterations.
25
29. The Western Wall is still taught as an exclusive right of Muslims alone.
Passages and images about the Western Wall which were generally taught as an exclusive right of
Muslims alone now further elaborated stating outright that the Western Wall is also Palestinian land
which is part of Al-Aqsa Mosque. One of the passages, which accuses Israel of destroying religious
sites and falsifying history such as taking over the al-Quds Tower removed a sentence saying it was
accidentally named the Tower of David further erasing Jewish connection.
2019 Edition 2020 Edition
Islamic Education, Grade 5, Vol. 1, p. 63.
Illumination: The al-Buraq Wall was named like this
in relation to the Buraq who carried the Messenger
on His Isra and Mi'raj Journey. The al-Buraq Wall
is part of the western wall of the al-Aqsa Mosque,
and is an exclusive right of the Muslims only.
Islamic Education, Grade 5, Vol. 1, p. 63.
Illumination: The al-Buraq Wall was named like this in
relation to the Buraq who carried the Messenger on His
Isra and Mi'raj Journey. The al-Buraq Wall is part of
the western wall of the al-Aqsa Mosque, and the al-Aqsa
Mosque, including the wall, are Palestinian land and an
exclusive right of the Muslims.
Geography and Modern History of Palestine, Grade
10, Vol. 2, p. 110.
Targeting historical sites in Jerusalem, such as:
preventing the restoration of archeological sites,
executing excavations below them, leveling
historical Islamic cemeteries, and adopting a policy
of Judaization and falsification of many historical
and religious locations in the city. Examples for this
include taking over the al-Quds Tower, which was
accidentally named “the Tower of David” during
the Byzantine Occupation, and having it used by the
Zionist Occupation as a museum for him, as well as
considering the Buraq Wall [as a Jewish site,] which
they named the Wailing Wall (the Western Wall); it
should be pointed out that it became sacred to them
only after the Ottoman conquest, with their interest
in it growing with the rise of the Zionist movement
Geography and Modern History of Palestine, Grade 10,
Vol. 2, p. 110.
Targeting historical sites in Jerusalem, such as:
preventing the restoration of archeological sites,
executing excavations below them, leveling historical
Islamic cemeteries, and adopting a policy of Judaization
and falsification of many historical and religious
locations in the city. Examples for this include taking
over the al-Quds Tower and having it used by the Zionist
Occupation as a museum for him, as well as the Buraq
Wall, which forms the western part of the blessed Al-
Aqsa Mosque, which they named “the Wailing Wall”; it
should be pointed out that it became sacred to them only
after the Ottoman conquest, with their interest in it
growing with the rise of the Zionist movement.
*Yellow highlight indicates alterations; Red font indicates removed content; Green font indicates added content
26
30. Social Studies, Grade 9, Vol. 2, 2020, p. 87.
A social studies passage about poverty puts all blame for poverty in Palestinian society on Israel,
claiming it pursues policies which deliberately harm the Palestinian economy. A new assignment
inserted in 2020, immediately after this passage, instructs students to provide causes for the different
poverty rates in the West Bank and the Gaza Strip. Given the context, it is understood that the answer
somehow relates to Israel.
In Palestine, the phenomenon of poverty has been worsening. This is due to the political catastrophes
that the Palestinian people have been continuously subjected to ever since the middle of the last
century until today, and it has been increasing in recent years with the escalation of the Zionist
Occupation’s arbitrary measures, such as closing down and besieging Palestinian areas, restricting
the free movement of commodities, and inflicting massive damage to sectors of industry, especially
agriculture, by flooding the Palestinian markets with Zionist produce. On top of this comes the
expropriation of lands, in order to expand the settlements and build new ones, to pave bypass roads,
and to build the Racist Expansion and Annexation Fence; and the destruction of basic infrastructure,
as well as damages to water and electric companies and to institutions. Furthermore, the
Occupation’s authorities control Palestinian commerce by controlling the ports, airports,
checkpoints, borders, and Palestinian trade policy.
Research Topic: Let’s conduct research about the poverty rate in the West Bank and the Gaza Strip,
and then compare them and analyze the reasons for the difference between them.
27
31. Social Studies, Grade 9, Vol. 1, 2020, p. 28.
A new passage added to a 2020 Social Studies textbook instructs students to actively search for how
many Palestinians are in Israeli prisons, how many of them are women and children, and how many
Palestinian prisoners were martyred there, thus further demonizing Israel and instilling the claim that
Israel tortures Palestinian prisoners.
We will search: for the number of Palestinian prisoners in the Zionist Occupation’s prisons, for the
number of prisoners who are women and children, and for the number of prisoners who were
martyred in the Occupation’s prisons.
32. Arabic Language (1): Reading, Grammar, Presentations and Expression (Academic Track), Grade
11, Vol. 1, 2020, p. 22.
New questions added in 2020, which accompany a text that both glorifies and victimizes Palestinian
prisoners as it details their suffering in Israeli prisons, ask students about the forms of torture
prisoners endure.
5- The Prisoner suffered extreme tortures in prison. We will mention some of them.
5- We will explain how the prisoners support each other.
33. Islamic Education, Grade 12, 2020, p. 127.
A new addition to an Islamic education textbook asks students to link historic Islamic military
victories to the conflict with Israel. The assignment, which follows an explanation about Salah ad-Din
and his conquest of Jerusalem from the Crusaders, instructs students to discuss ways in which the
modern-day Muslim follows the example of this conquest by “liberating Palestine from the Zionist
Occupation.”
An issue for discussion: How can modern-day Muslims follow the example of the early conquerors in
liberating Palestine from the Zionist Occupation?
28
Previous Neutral Content Made Worse
34. A learning objective of a chapter in a Social Studies textbook is politicized in 2020 as it is updated
from the 2019 goal of historical sources in protecting Palestinian relics to explaining actions that
threated Palestinian relics in a clear reference to Israel (which is confirmed later on in the chapter.)
2019 Edition 2020 Edition
Social Studies, Grade 6, Vol. 1, p. 16.
4- Explaining their [historical information
sources] role in protecting Palestinian relics.
Social Studies, Grade 6, Vol. 1, p. 16.
4- Explaining the actions that threaten the historical
relics in Palestine, and the ways to protect them.
35. A sentence in an Arabic language textbook used to teach the past tense which previously stated
“they tore my toy to pieces” now reads “the soldiers tore my toy to pieces” in a gratuitous reference
to the conflict.
2019 Edition 2020 Edition
Arabic Language, Grade 8, Vol. 1, p. 54.
1- They tore my toy to pieces.
Arabic Language, Grade 8, Vol. 1, p. 54.
1- The soldiers tore my toy to pieces.
* Yellow highlight indicates alterations.
36. The Jezreel Valley (Marj Ibn Amir in Arabic), located within the borders of Israel, is determined to
be located in Palestine in a 2020 edition of a geographical explanation about interior plains. The
2019 textbook only referred to the Jezreel Valley as a general example of such plains, and no
description was given of it being Palestinian.
2019 Edition 2020 Edition
Social Studies, Grade 8, Vol. 1, p. 18.
We will think and discuss:
There is a type of plains named interior plains, such
as the Marj Ibn Amir Plain and the Qabatiya Plain.
We will explain the difference between coastal plains
and interior plains.
Social Studies, Grade 8, Vol. 1, p. 17.
Third- Interior Plains: They are confined between
mountains. There are many of them in the Arab
world, and examples of such in Palestine include the
Marj Ibn Amir Plain.
29
37. A general explanation about how the Arab population opposed colonialist economic policies was
made specifically Israel-related in the 2020 edition of the textbook with a picture of a sign that says
“Boycott the Occupation.”
2019 Edition 2020 Edition
Social Studies, Grade 9, Vol. 1, p. 17.
Popular Response:
Boycott
Social Studies, Grade 9, Vol. 1, p. 13.
Boycott the Occupation
Boycott
38. A social studies lesson teaches that colonialism is one of the major causes of famine in the world;
colonialism is also blamed for economic, education and health problems.
In 2019 it was also stated that colonialism causes civil wars, but this was removed in 2020. Instead,
the example was re-titled “colonialism and occupation”, strongly implying that Israel (consistently
referred to as “the [Zionist] Occupation” elsewhere in the curriculum) is culpable for spreading
human suffering as any historic colonial power.
2019 Edition 2020 Edition
Social Studies, Grade 9, Vol. 2, p. 71
- Colonialism: its policy is predicated on
plundering all that is good in the colonies and
linking them to itself, as well as laying the
foundations for poverty, ignorance, disease,
malnutrition, and civil wars among the residents.
Social Studies, Grade 9, Vol. 2, p. 68
- Colonialism and Occupation: its policy is predicated
on plundering all that is good in the colonies and
linking them to it, as well as laying the foundations for
poverty, ignorance, disease, and malnutrition.
30
Rejection of Peace: References to Peace Agreements, Israel and Jews Removed from PA Curriculum
1. REMOVED from New Curriculum- Yasser Arafat’s call for coexistence, peace, and non-
violence with Israel The new curriculum deliberately omits important messages of peace and non-violence in Yasser
Arafat’s letter to Yitzhak Rabin such as calling the signing of the Declaration of Principles "a historic
event opening a new era of coexistence in peace and stability, an era without violence." Another
important omission that appeared in Arafat’s letter in the old curriculum is the PLO's commitment to
"assume responsibility over all PLO elements and personnel in order to assure their compliance"
(Modern and Contemporary History of Palestine, Vol. 2, Grade 11, 2014, p. 83).
*Shaded text is erased from the new Palestinian curriculum
Excerpts:
Mr. Prime Minister
The signing of the Declaration of Principles opens a new era in the history of the Middle East. I
firmly affirm the following commitments of the Palestine Liberation Organization: The Palestine
Liberation Organization recognizes the State of Israel's right to live in peace and security. The
Organization accepts the [UN] Security Council's Resolutions Nos. 242 and 338.
The Organization is committed to the peace process in the Middle East and to a peaceful solution to
the conflict between the two parties and declares that all the fundamental issues related to the
permanent situation will be solved through negotiation. The Organization considers the signing of
the Declaration of Principles a historic event opening a new era of coexistence in peace and
stability, an era without violence. Consequently, the Organization condemns the use of terror and
other violent actions and will assume responsibility over all PLO elements and personnel in order
to assure their compliance, prevent violations and discipline violators.
In view of the promise of a new era and the signing of the Declaration of Principles and based on
Palestinian acceptance of Security Council Resolutions 242 and 338, the PLO affirms that those
articles of the Palestinian Covenant which deny Israel's right to exist, and the provisions of the
Covenant which are inconsistent with the commitments of this letter are now inoperative and no
longer valid. Consequently, the PLO undertakes to submit to the Palestinian National Council for
formal approval the necessary changes in regard to the Palestinian Covenant.
Sincerely, Yasser Arafat
31
2. ELIMINATED from New Curriculum- Study unit about peace agreements, summits and
proposals with Israel
A full unit about previous peace negotiations with Israel since 1948 containing two chapters titled
"Peace Plans and Initiatives" and "Peace Agreements." Almost all peace negotiation attempts in this
unit were omitted from the new curriculum (National Education, Grade 10, 2012, pp. 43–56).
Unit 3- The Palestinian Cause and the Peace Process
Lesson 1 - Peace Plans and Initiatives
Lesson 2 – Peace Agreements
3. DELETED from New Curriculum- Recognition of the establishment of "the State of Israel" in
1948 is acknowledged
Israel is referred to as an ordinary state using the expression "The State of Israel" in a historical table
1948 on, entitled "Palestine throughout the Ages." The term "State of Israel" doesn’t appear even
once in the new PA curriculum (National Education, Grade 7, 2013, p. 3; History of the Middle Ages,
Grade 7, 2014, p. 74).
Timetable
Palestine throughout the Ages
The establishment of the State of Israel on Palestinian land
32
4. TAKEN OUT from New Curriculum- Israel in maps
The name "Israel" appears in two maps on the same page of a history textbook for eleventh grade.
The left map shows the 1968 Alon Plan for annexation of West Bank territories to Israel and the right
map depicts the 1982 Sharon Plan of such annexation. The maps also include the Green Line mark
which rarely exits on maps in the new PA curriculum (Modern and Contemporary History of
Palestine, Vol. 2, Grade 11, 2014, p. 51).
*The name "Israel" in both maps has been marked for the sake of convenience.
5. REMOVED from New Curriculum- Negotiations with Israel as the ultimate goal to live side-
by-side in peace and security
A passage about the Roadmap Plan brings important and detailed excerpts of the plan which teach
about the end of conflict between the sides though negotiations resulting in a "Palestinian viable
democratic state existing side-by-side with Israel and its other neighbors in peace and security." In the
new PA curriculum, all peace negotiations between Israel and the Palestinians post Oslo have been
removed. Oslo is taught as a neutral data point with no attempt to convince students that a peaceful
resolution is preferred—or even necessary (Modern and Contemporary History of Palestine, Vol. 2,
Grade 11, 2014, pp. 88–89).
The goal is a final and comprehensive settlement of the Israeli-Palestinian conflict by the beginning
of 2005, as was suggested in President Bush's speech on January 24 and was welcomed by the EU,
Russia and the UN in two ministerial statements of the Quartet on July 16 and September 17. . . . A
settlement negotiated between the two parties will lead to the appearance of a viable Palestinian
democratic state living side-by-side with Israel and its other neighbors in peace and security. The
settlement will solve the Israeli-Palestinian conflict and terminate the occupation that began in 1967,
on the basis of the powers [vested in] the Summit Conference for Peace in Madrid, the 'Land for
Peace' Principle, UN Resolutions 242 and 338 and the past agreements agreed to by the two parties.
33
6. ELIMINATED from New Curriculum- Israel’s peace treaty with Jordan
Pre-2016 curricula discuss the peace agreement between Israel and Jordan and the border between
them (History of the Arabs and the World in the Twentieth Century, Grade 12, 2014, p. 65).
Jordan signed a peace treaty with Israel in 1994 and the two parties acknowledged the border
between them in accordance with borderlines placed by the British Mandate [authorities].
7. REMOVED from New Curriculum- Jewish presence and connection to Jerusalem is
mentioned
This textbook recognizes the Jewish connection to Jerusalem: it includes explanations about ancient
Jewish history and the Jewish presence in Jerusalem: "The Jews in Jerusalem started several revolts .
. . In 70 AD the Roman commander Titus attacked them." In the new curriculum, there is a tendency
to erase this connection and to teach only about Christianity and Islam as religions with connections
to the city (Modern and Contemporary History of Palestine, Vol. 1, Grade 11, 2015, p. 10).
The Jews in Jerusalem [Al-Quds] started several revolts to which the Romans reacted by force. In 70
AD the Roman commander Titus attacked them and captured Jerusalem [Al-Quds] with the support
of Malik II, king of the Nabateans.
8. ELIMINATED from New Curriculum- Meetings between Israelis and PLO leading to peace
negotiations
Knesset meetings between Israelis and PLO representatives which led to both public and covert
meetings between Israelis and Palestinians (Modern and Contemporary History of Palestine, Vol. 2,
Grade 11, 2014, pp. 82, 83–84).
The Israeli Knesset nullified the rules prohibiting communications between Israelis and the PLO in
January, 1993. This in turn facilitated the public and covert negotiations between Israelis and
Palestinians culminating with the signing of the mutual recognition documents between Israel and
the PLO on September 10, 1993.
34
9. ELIMINATED from New Curriculum- Jerusalem's Jewish Quarter in the Old City
The following image mentions the Jewish Quarter in the old city acknowledging Jewish presence in
the city (National Education, Vol. 1, Grade 3, 2002, p. 42).
“Activity: We will look at the following [city] map of [the] Old [City of]
Jerusalem and answer the questions that follow it.
[Legend:]Jerusalem, Sections of the Old City, Muslim Quarter, Jewish Quarter, Armenian Quarter,
Christian Quarter, Religious Sites, The Dome of the Rock, Al-Aqsa Mosque, The Church of the Holy
Sepulcher”
10. REMOVED from New Curriculum- The term "Jewish State"
A rare example use of term "Jewish State" appears in an atlas showing boundaries of the 1937
Partition Plan, the 1947 Partition Resolution, and the 1949 armistice lines (Atlas of Palestine, The
Arab Homeland and the World, 2002, p. 5).
35
11. DELETED from New Curriculum- The Bush administration's "Roadmap for Peace" A detailed explanation of the Bush administration's "Roadmap for Peace"plan of 2002 and its phases
is taught in tenth grade, including: passages about stopping all forms of violence; renewal of talks
between Israel and Arab states; establishment of a Palestinian state within temporary borders; and
negotiations of a final status agreement on core issues (National Education, Grade 10, 2012, p. 47).
Roadmap Plan of 2002:
. . . US President George W. Bush initiated a plan to resolve the Palestinian issue called the
"Roadmap" whose implementation is supervised by the Quartet that includes Russia, the United
States, the European Union and the United Nations. The Roadmap has three steps:
- Step one (Stopping violence and return to normal life, October 2002 to 2003):
At this stage, the Palestinian Authority is required to stop the Intifada and resistance in Palestine in
exchange for the withdrawal of the Israeli army from the territories it has occupied since September
28, 2000.
- Step two (The transition phase, from June 2003 to December 2003):
This stage includes convening an international conference to begin negotiations on the establishment
of the Palestinian state within temporary borders by the end of 2003 and renewed relations between
the Arab states and Israel.
- Step three (Negotiations on the final solution, from 2003 to 2005):
This stage includes convening an international conference for discussions between the Palestinian
Authority and Israel regarding the final status agreement that should be reached by 2005 on the
issues of borders, Jerusalem, settlements, refugees and the establishment of normal relations between
the Arab states and Israel.
36
12. REMOVED from New Curriculum- "Annapolis” negotiations
In a chapter called "Hot Political Issues," students learn about previous Israeli-Palestinian peace
processes between 2002–10 which include the "Annapolis"negotiations (Contemporary Issues, Grade
12, 2012, p. 25).
The United States has proposed a plan known as the "Roadmap Plan" to resolve the conflict between
the two sides. It called for a cessation of violence and a return to the negotiating table that will end
with the establishment of a Palestinian state, by 2005 A new series of negotiating sessions began
between the parties which continued until 2010, but these, too, resulted in the same fate as the
agreements of the post-Oslo period.
13. TAKEN OUT of New Curriculum- Drill on peace agreements with Israel Students are asked to test themselves by discussing peace agreements with Israel while explaining
various points and principles relating to both sides (National Education, Grade 10, 2012, p. 52).
Excerpts:
Test yourself:
2- I will mention three peace agreements relating to Palestine.
3- I will explain the key points of the Declaration of Principles in the 1993 Oslo Accords.
4- I will clarify what the 1995 Taba Agreement includes.
5- I will list the areas where the Declaration of Principles were first implemented.
37
14. TAKEN OUT of New Curriculum- Recognition of Israel and its establishment in 1948 are
acknowledged In a chapter titled "Palestinians in Israel" the establishment of Israel in 1948 is acknowledged along
with demographic changes in Israel (National Education, Grade 9, pp. 62–63).
Excerpts:
The establishment of Israel in 1948 led to the dispersion of the Palestinian people in Arab countries
and left only 156,000 [residents] in their cities and villages, accounting for 12.5 percent of the total
Palestinian people at the time . . .
Excerpts:
The number of Palestinians inside the Green Line is approximately 1,200,000 Palestinians which are
about one fifth of the total number of the residents in Israel . . . Table No. 7 shows that most of the
Palestinians in Israel are centered in the periphery, especially in the areas of the Galil and Al-
Muthalath [The triangle].
15. TAKEN OUT of New Curriculum- Israel ends policy of prohibited contact with the PLO The old curriculum teaches that Israel ended its policy against contact with the PLO which "which
made it easier to conduct public and covert negotiations between Israelis and Palestinians," as
preparation for talks. This important step toward reconciliation is no longer taught to Palestinian
children (Modern and Contemporary History of Palestine, Vol. 2, Grade 11, 2014, p. 83).
On January 19, 1993, the Israeli Knesset [parliament] abolished the regulation that had prohibited
any contacts between Israelis and PLO members, which made it easier to conduct public and covert
negotiations between Israelis and Palestinians.
38
16. ELIMINATED from New Curriculum- Recognition of Jewish past and presence in Palestine
A chart entitled "Historical [Time] table: Palestine throughout the Ages" includes the Jewish
kingdoms "The Jews—David's kingdom 1000–923 BC; the northern kingdom of Israel 923–722 BC;
the Kingdom of Judea 923–586 BC" and the occupation of the Kingdom of Israel by the Assyrians
and occupation of the Kingdom of Judea by the Babylonians (National Education, Grade 7, 2013, p.
3; History of the Middle Ages, Grade 7, 2014, p. 74).
17. DELETED from New Curriculum- Cairo peace agreement of 1994
Students are taught about the details of the Cairo agreement of 1994 which legitimizes the security
arrangements that were made between Israel and the Palestinian Authority (National Education,
Grade 10, 2012, p. 51).
Cairo Agreement of 1994:
The declaration of principles was first implemented when signing the Cairo Security Agreement on
February 9, 1994. The agreement dealt with the issue of crossing points between regions of the
[Palestinian] Autonomy and neighboring countries. It was decided that the international borders
between Gaza and Egypt and between Jericho and Jordan would remain under Israeli responsibility
where Israel would have the right to prevent people from entering the Palestinian territories.
39
18. ELIMINATED from New Curriculum- Camp David 2000
The Camp David summit between the Palestinian Authority and Israel "to create the general outlines
of the final solution to the Palestinian problem" is mentioned in a passage teaching about the Second
Intifada. The acknowledgment of the attempt to reach peace with Israel via negotiations was
important, though it was taught as a failure and one of the reasons for the Intifada's eruption (Modern
and Contemporary Arab History, Grade 9, 2014, p. 57).
The Second Intifada (the Al-Aqsa Mosque Intifada)
It erupted on September 28, 2000 for many reasons, such as the failure of the second Camp David
summit convened by the American President Bill Clinton between the Palestinian Authority and
Israel to establish the general outlines of the final solution of the Palestinian problem.[Another cause
was] Israel's repeated postponement of the implementation of the signed agreements with the
Palestinian leadership, and its attempt to impose a fait accompli by Zionist colonization [istitan] in
the West Bank and the Gaza Strip. The immediate reason for it [the Intifada] was the entrance by
Likud Party head [Ariel] Sharon the grounds of Al-Aqsa Mosque.
19. ELIMINATED from New Curriculum- "Hebron agreement" Students are taught about the "Hebron agreement" which mentions Israeli concessions while
legitimizing the security arrangements that were made between Israel and the Palestinian Authority
(National Education, Grade 10, 2012, p. 51).
Hebron Agreement (January 16, 1997):
This agreement was signed between the Palestinian Authority and Israel, which removed its army
from 80 percent of the city's territory. The partial Israeli withdrawal from Hebron was delayed due to
Israeli settlements within the city.
40
20. DELETED from New Curriculum- History of Jews in the land A Jewish presence in antiquity is explored. There is a brief review of Abraham and Lot's arrival (in
Canaan) and the burial of Abraham, Sarah and Isaac in Hebron, and in "Palestine in the Reign of
Prophet David," the following text is given (A map of the country bears the title: "Palestine in the
reign of Prophet David" which appears next to the text) (Modern and Contemporary History of
Palestine, Vol. 1, Grade 11, 2015, pp. 8–9).
Palestine's ancient history witnessed the entrance of the Children of Israel under the leadership of
Joshua the son of Nun in the twelfth century BC. They fought the Canaanites and Palestinians [that
is, the Philistines]. During the last third of the eleventh century BC, Saul the son of Kish assumed the
leadership of the Children of Israel and fought the Palestinians [Philistines] under the leadership of
Goliath. They managed to kill him with his sons at the end of the eleventh century BC.
After his death Prophet David, son of Jesse, assumed leadership of the Children of Israel and
established a kingdom over part of Palestine under his command. Prophet Solomon came after him
and ruled from 963 to 923 BC, and after his death his state was divided into two parts: the Kingdom
of Israel in the north (Samaria) and the Kingdom of Judea in the south Al-Quds [Jerusalem]. The
Kingdom of Judea faced an attack by Egyptian Pharaoh Shoshenq [I] who besieged Urushalim (Al-
Quds); Palestine faced an Assyrian attack in 722 BC under the command of Sargon II who took most
of the Jews living in the Kingdom of Samaria into captivity. He besieged the city of Al-Quds but did
not enter it. Palestine faced a ruinous attack in 586 BC by the Babylonian Chaldean Nebuchadnezzar
who destroyed Al-Quds and sent the Jews into exile in Iraq. The region soon submitted to Persian
rule in 538 BC, so Cyrus, the Persian ruler, permitted the Jews who desired that to return to
Palestine.
41
21. ELIMINATED from New Curriculum- The Jewish revolt of Bar Kokhba
This textbook recognizes early Jewish history in Israel (Modern and Contemporary History of
Palestine, Vol. 1, Grade 11, 2015, p. 10).
The Jews revolted again under the leadership of Bar Kokhba in the reign of the Roman emperor
Hadrian in 132 AD. He put an end to the revolt and destroyed Jerusalem [in fact, Titus had destroyed
it earlier]. He established the city of Aelia Capitolina in its place and forbade the Jews to live there.
22. TAKEN OUT of New Curriculum- Jews and Persians in Jerusalem
In this paragraph, there is mention of a Jewish presence in Jerusalem in ancient times (Modern and
Contemporary History of Palestine, Vol. 1, Grade 11, 2015, p. 10).
Palestine submitted to the rule of the [Sassanid] Persians who managed to take over Jerusalem with
the Jews' help in 614 AD . . .
23. DELETED from New Curriculum- The Return of the Jews by Cyrus
Cyrus’s permission for the Jewish people who lived in Babylon to immigrate to Israel is covered.
Cyrus’s Charter accepts the right of the Jews to live in their land – Palestine. Including this historical
event notes the Jewish people’s history in Palestine and their connection to the land (Modern and
Contemporary History of Palestine, Vol. 1, Grade 11, 2015, p. 9).
Cyrus believed that the Jews' existence in Palestine would counterbalance those [local] inhabitants
who supported Egypt's Pharaohs. In addition, the Jews assisted him against the Babylonians. Some
say that his wife was Jewish and she influenced him to let the Jews return to Palestine.
42
24. DELETED from New Curriculum- Advocacy for dialogue and fruitful discourse with the West
Dialogue and "fruitful discourse between Western and Arab-Islamic culture" are advocated
(Contemporary Issues, Grade 12, 2012, p. 75).
We will discuss: Additional requirements for successful and fruitful discourse between Western and
Arab-Islamic culture.
25. ELIMINATED from New Curriculum- Numerous other peace plans American, Arab and Russian peace plans and initiatives with Israel from the second half of the
twentieth century including: the "Rogers Plan" (1969–70); the "Reagan Plan" (1982); "Fez Plan" for
Palestinian Independence (1982); "Brezhnev Plan" (1982); the "Schultz Plan" (1988); and the Bush
administration's "Roadmap Plan" (2002). All have been eliminated from the new curriculum
(National Education, Grade 10, 2012, pp. 44–47).
Excerpts:
Since the beginning of the second half of the twentieth century, a number of peace plans and
initiatives were launched which sought to find solutions to the Palestinian cause and to problems
directly related to it. For example: refugees, Jerusalem, independent Palestinian state, Israeli
settlements, borders and water.
Roadmap Plan of 2002:
. . . US President George W. Bush initiated a plan to resolve the Palestinian issue called the
"Roadmap" which its implementation is supervise by the Quartet that includes Russia, the United
States, the European Union and the United Nations. The Roadmap has three steps . . .
The United States has proposed a number of peace plans aimed at resolving the Arab-Israeli conflict,
including: the first Rogers Plan on December 9,1969, the Second Rogers Plan on July 18,.1970, the
Reagan Plan on September 2, 1982 and the Schultz Plan in 1988.
The Brezhnev Plan:
Former Soviet Council Chairman of the Soviet Union Leonid Brezhnev gave a speech on September
15, 1982, during the Israeli aggression against Lebanon. In this speech, he presented the principles
on which a just Middle East peace is based. . . .
43
26. DELETED from New Curriculum- Palestine is the land of peace
Students studied "The blessed tree" story. The subject of the story is the olive tree which represents
Palestine’s traditional culture and agriculture. The text refers to Palestine as the land of peace—a
peaceful and tolerant message (Our Beautiful Language, Vol. 1, Grade 6, 2014, pp. 38–39.
God bless the olive tree, the symbol of peace in the land of peace.
4. The olive tree is the symbol of peace
27. DELETED from New Curriculum- Wye River Agreement This textbook provides details of the Wye River agreement regarding the partition of the city of
Hebron into Israeli and Palestinian-controlled areas (Contemporary History of Palestine, Vol. 2,
Grade 11, 2014, pp. 85–86).
Wye River agreement 1998:
Wye River agreement signed in the US by Mr. Yasser Arafat and the Israeli PM Binyamin Netanyahu
in order to reanimate the peace process.
28. REMOVED from New Curriculum- The Old Testament and the Torah An Islamic education textbook included a lesson entitled "The Belief in the Divine Books" in which
students study the Islamic principle of divine books existing before the Qur'an. The text is objective
and accurate, allowing students to learn about Jewish beliefs directly and not through an Islamic
prism. (Islamic Education, Vol. 1, Grade 11, 2015, p. 43).
The Jews believe in what is called 'the Old Testament' which is made of 39 books divided into four
parts:
1- The five books called 'Torah' by the Jews, are the books of Genesis, Exodus, Leviticus, Numbers
and Deuteronomy.
2- The historical books which relate to the history of the Children of Israel.
3- The books of wisdom and poetry, which include hymns, proverbs, preaching and religious songs.
4- The books of the prophets, which tell of the missions of the prophets of the Children of Israel and
their history from the Jewish point of view . . .
44
29. ELIMINATED from New Curriculum The name "Israel," appears without de-legitimating
quotation marks. The previous curricula use the name Israel, as is, without parentheses. The new curriculum puts the
name Israel in parentheses (often used in Arabic as quotation marks). Such a change has the effect of
heightening the non-recognition of Israel and efforts to delegitimate it. The images below show how
the name Israel appears with and without quotation marks in the exact same passage about the 1991
Madrid conference (Modern and Contemporary History of Palestine, Vol. 2, Grade 11, 2014, pp. 82,
83–84).
Previous curricula:
The Madrid Conference was convened with the participation of Israel, Syria, Lebanon, Jordan and
Palestine within the Jordanian delegation" and included, following the general discussion, bilateral
negotiations between Israel and each of the Arab states, in order to sign peace agreements with them.
The negotiations between Israel and the Palestinians included two stages […]
The Israeli Knesset nullified the rules prohibiting communications between Israelis and the PLO in
January, 1993. This in turn facilitated the public and covert negotiations between Israelis and
Palestinians culminating with the signing of the mutual recognition documents between Israel and
the PLO on September 10, 1993.
New curriculum:
The USA sent invitations to the following states: "Israel," Lebanon, Syria, Jordan . . .
After the Madrid conference, there were negotiations between PLO and "Israel." The negotiations
resulted in the mutual recognition and the signing of Oslo Accords in 1993.